Home / Inclusion Policy

Return to Previous Page.

Inclusion Policy

And

Every Child Matters

 

 

Upperwood Policy for INCLUSION

Incorporating SEN and Every Child Matters

 

Every Child Matters- A Whole School Philosophy

 

       Being Healthy

       Children will be supported through a variety of measures to ensure that they are physically, mentally and emotionally healthy.

       Staying Safe

       A safe and secure environment is provided to enable all learners to achieve their full potential.

       Enjoy & Achieve

       Children of all abilities are supported to achieve personal and social development, make children aware of what constitutes bullying.

       Provide opportunities for all pupils to achieve their full potential regardless of educational need.

       Provide an environment where all pupils regardless of any physical disability can access the social and educational aspects of school.

       Encourage and support inclusive learning, gender, culture, academic, social and emotional needs.

       Ensure pupils with EAL have equal opportunities to achieve and reach their potential.

       Making A Positive Contribution

       Where possible involve children in decisions about their future role in school.

       Encourage positive behaviour in the community which shows respect for others.

       Provide confidence raising opportunities which enable children to deal positively with life changes and challenges.

 

       Achieve Economic Well Being

• Provide children with the preparatory life skills to enable independent living and economic well-being.

 

 

 

National Curriculum inclusion Statement

Schools have a responsibility to provide a broad and balanced curriculum for all pupils. This statutory inclusion statement sets out three principles for developing an inclusive curriculum which provides all pupils with relevant and challenging learning.

Schools must:

• set suitable learning challenges
• respond to pupils’ diverse learning needs
• overcome potential barriers to learning and assessment for individuals and groups of pupils.

A. Setting suitable learning challenges

B. Responding to pupils’ diverse learning needs

C. Overcoming potential barriers to learning and assessment for individuals and groups of pupils

•  

Upperwood School is committed to inclusion.  Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners.  We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

 

This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.  We pay particular attention to the provision for and the achievement of different groups of learners:

 

• girls and boys, men and women
• minority ethnic and faith groups, travellers, asylum seekers and refugees
• learners who need support to learn English as an additional language (EAL)
• learners with special educational needs
• learners who are disabled
• those who are gifted and talented
• those who are looked after by the local authority
• others such as those who are sick; those who are young carers and those who are in families under stress
• any learners who are at risk of disaffection and exclusion
• children with social, emotional and behavioural difficulties

 

This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.  We are particularly aware of the needs of our FS2 and Key Stage 1 pupils, for whom maturity is a crucial factor in terms of readiness to learn.  We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term.

 

Management of Inclusion

At Upperwood School we aim to identify student needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential. Also where possible we will aim to support wider family needs beyond school.

 

The development and monitoring of Inclusion in school is managed by the Inclusion team, comprised of:

• The Headteacher Mr Budd
• Governor for SEN – Ms Lancaster
• Governor for Looked After Children and Safeguarding – Mrs Davison
• Inclusion Officer/ SENCO/ CAF coordinator/ Designated CP officer- Mrs Hirst
• Deputy Headteacher- AG&T / Assessment- Mr Bramall
• Designated person for Gypsy Travellers- Mrs Gilbert
• HLTA- Mrs Merrills
• Team of full time TAs

 

 

 

 

Objectives

 

• To ensure the SEN and Disability Act and relevant Codes of Practice and guidance are implemented effectively across the school.

 

• To ensure equality of opportunity for, and to eliminate prejudice and discrimination in relation to race, gender, disability, SEN.

 

• To continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.

 

• To provide full access to the curriculum* through differentiated planning by class teachers, INCO, and support staff as appropriate. 

 

• To provide specific input, matched to individual needs, in addition to differentiated class room provision, for those pupils recorded as having SEN at School Action, School Action Plus and Statement  through IEPs and support from other agencies/specialist support.
•  
• To support pupils who may be underachieving through personalized learning opportunities, additional classroom support, resources and structured timed interventions.  Also to offer children extra curricular opportunities to build self esteem

 

• To ensure that pupils with additional needs are perceived positively by all members of the school community, and that SEN and inclusive provision is positively valued and accessed by staff and parents/carers. Raising awareness of ant ibullying and disability though PSHE.
•  
• To involve those agencies as required where students require additional support or are experiencing family issues, through Common Assessment Framework.                                                              

 

• To enable children to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of secondary school life and learning. To provide effective transition procedures.

 

• To involve parents/carers at every stage in plans to meet their child’s additional needs.

 

• To involve the children themselves in planning and in any decision making that affects them. To help children to understand and set their own learning goals.

 

 

 

 

 

 

 

An inclusive classroom culture

• Within each class, teaching and learning styles and organisation will be flexible to ensure effective learning. Assessment for Learning is embedded in school practice, and quality planning and differentiation will meet the needs of the majority of children. Teachers are aware of the barriers to learning which may be exoerienced by some children. They make reasonal adjustments to provide improved access to curriculum, written information and equipment/ resources including ICT.  Children may work in short intensive group activities with the teacher or TA, but may not require further intervention. This is at the discretion of the teacher in liaison with INCO.
•  
• TAs are deployed to work with SEN children and those with additional needs. They also work with the wider school population to focus on those who may be underachieving, or as a resource to release the teacher so that the teacher can work with a particular focus group.

 

 

Arrangements for coordinating  additional provision in school

•  
• The SLT will meet with each class teacher to set targets and identify children at risk of underachieving.
•  
• INCO does audit of need to inform provision map and set in place annual cycle for intervention using 3 waves model.
•  
• Teaching assistants are deployed in all classrooms, though not full time. Allocation of human resources may depend on year group, ratio requirements, SEN, subjects and TA expertise.
•  
• INCO/ HLTA meet parents and discuss concerns before initiating graduated approach through SEN Code of Practice or CAF.
•  
• INCO meets with teachers to support on IEPs and additional strategies.

 

• Regular reviews take place and Team around the Child meetings. Where necessary, reviews will be held more frequently than twice a year for some children.

 

• Targets arising from IEP meetings and reviews will be used to inform and support whole class approaches to inclusion, e.g. differentiation, varied teaching styles.

 

• HLTA meets weekly with TA’s for assessment, planning and training purposes as well as updates on individual students.
•  
• Inclusion is an area of the School Development Plan.
•  
• INCO audits effectiveness of Inclusive practice biannually and reports to staff and Governing body.
•  
• Headteacher reports on SEN in his annual report.
•  
• Inclusive practice in school is monitored by Headteacher and SLT through lesson observations and pupil progress meetings.
•  

• SEN support is primarily delivered by class teachers through differentiated teaching methods.  Additional support is provided by the SENCO and by trained teaching assistants (TAs) throughout the school.  This is funded from the schools annual budget.  The support timetable is reviewed annually, by the SENCO, and the management team, in line with current pupil needs, educational initiatives such as literacy and numeracy strategies, and the budget.  Additional support is funded through individual allocations from the LA.  
•                                                                          
• Support staff, class teachers, SENCO and outside agencies liaise and share developments in order to inform reviews and forward planning.
•  
•  All staff undertake regular training on Inclusion, SEN and Equal Opportunities and Safeguarding.
•  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Identification of children requiring additional support or having additional needs

 

Concerns may be raised by children, their parents and by staff. Concerns are brought to the attention of INCO or SLT.

 

Based on the school’s observations and assessment data and following a discussion between the class teacher, SENCO and parent, the child may be recorded as needing either:

 

• Differentiated curriculum support within the class
• Additional support through School Action provision
• Additional support through School Action Plus provision, involving outside agencies
• Additional support through LA funded statement of SEN
• Additional support through multi- agency involvement – CAF
•  
•  

All children with identified additional needs are registered on the School Provision Map.

 

Differentiated Curriculum Provision

 

• In order to make progress a child may only require differentiation of the plans for the whole class.  The differentiation may involve modifying learning objectives, teaching styles and access strategies.
• Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.

 

• Monitoring of progress will be carried out by the class teacher and used to inform future differentiation within whole class planning.

 

• The child’s progress will be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention.
•  
•  
•  
•  
•  
•  
•  
•  
•  

 

 

• The school uses the definitions of adequate progress as suggested in the
•  revised Code of Practice, that is, progress which:

 

• Closes the attainment gap between the child and their peers
• Prevents the attainment gap from growing wider
• Is similar to that of peers starting at the same attainment baseline, but less than the majority of peers
• Matches or betters the child’s previous rate of progress
• Ensures full access to the curriculum
• Demonstrates an improvement in self-help or social or personal skills
• Demonstrates an improvement in the child’s behaviour

 

 

 

Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a child=s needs are unlikely to be met by such an approach, provision at the School Action level may need to be made.

 

School Action provision would be indicated where there is evidence that:

 

• There has been little or no progress made with existing interventions

 

• Additional support is required to develop literacy or numeracy skills

 

• Additional support is required for emotional, behavioural or social development

 

• Additional support is required for sensory or physical impairments

 

• Additional support is required for communication or interaction needs

 

There are likely to be two groups of children recorded at School Action.

 

• Children who have needs similar to other children with additional needs within the class, e.g. lack of phonic knowledge or phonological skills, spelling.

 

• Children whom we consider to have more severe or longer term needs that are likely to result in an application for further professional advice.
•  
•  
•  
•  
•  
•  
•  
•  

 

 

• Where needs are similar, it is appropriate to support these children within a group, focusing on the common needs.  However, there should be scope within the School Action plan for each child to have an individual target/s.

 

• Both groups of children will have provision for their common needs in a small group as well as some individualised support for their more unique needs.  Provision will run concurrently with differentiated curriculum support.

•  
•  
• The group may be taught by the class teacher and also supported by a TA.

 

 

• A child receiving support at School Action may have an Individual Education Plan, or be part if a group education plan. 

 

This document forms an individual record for the child and contains information about school-based observation and assessment, a summary of the child’s additional needs and action taken to meet them, including any advice sought from outside agencies.  We use the LEA model with minor adaptations for this purpose.

 

Monitoring will be carried out on a daily basis using the school’s standard proforma and TA planners by all those involved with the child. We use WALT and WILF to determine successful outcomes. Significant achievements and difficulties will be recorded.  The SENCO will look at the monitoring information on a half-termly basis and make adjustments to the provision for the child, if appropriate. TAs discuss children’s progress in regular meetings- minuted

 

Individual Education Plans will be reviewed at least twice a year, although some pupils may need more frequent reviews.  The INCO will take the lead in the review process.  Parents/carers and wherever possible, their child, will be invited to contribute and will be consulted about any further action.

 

 

 

 It is the responsibility of class teachers to write IEPs for children, but reviews need to be carried out in consultation with INCO.

 

 

 

 

 

 

 

 

 

 

 

 

 

As part of the review process, the SENCO and school colleagues, in consultation with the parents/carers, may conclude that despite receiving an individualised programme and/or concentrated support for a considerable period, the child continues to have significant needs which are not being met by current interventions.  Where this is the case a decision may be made to make provision at the

School Action Plus level.

 

 

 

• Continues to make little or no progress in the areas of concern
• Continues working at National Curriculum levels substantially below that expected of children of the same age
• Continues to have difficulty in developing literacy and numeracy skills
• Has emotional, behavioural or social needs which regularly and significantly interfere with the child’s or others’ learning
• Has sensory or physical needs which require additional specialist equipment or regular advice or visits from a specialist service
• Continues to have communication and interaction needs that interfere with the development of social relationships and act as a barrier to learning

 

 

School Action Plus

 

Provision at this level always includes the involvement of specialist services.  A variety of support can be offered by these services, such as advice to the school about targets and strategies, specialised assessment or some direct work with the child.  The specialist services will always contribute to the planning, monitoring and reviewing of the child’s progress.

 

 

A child receiving support at School Action Plus will have an Individual Education Plan.  Monitoring will take place as for School Action and reviews will be at least on a termly basis.  Provision will run concurrently with differentiated curriculum support.

 

 

 

 

 

 

 

 

 

 

 

 

 

School request for a statutory assessment

 

For a child who is not making adequate progress, despite a period of support at School Action Plus, and in agreement with the parents/carers/agencies, the school may request the LA to make a statutory assessment in order to determine whether it is necessary to make a Statement of Special Educational Needs.

 

 

The school is required to submit evidence to the LEA whose weekly Moderation of Assessments Panel makes a judgment about whether or not the child’s need can continue to be met from the resources normally available to the school.  This judgment will be made using the LA’s current Criteria for making a statutory assessment.

 

Planning, provision, monitoring and review processes continue as before while awaiting the outcome of the request. Parents have the right to appeal against decision not to proceed with Statutory Assessment.

 

 

Statement of Special Educational Needs

 

A child who had a Statement of Special Educational Needs will continue to have arrangements as for School Action Plus, and additional support that is provided using the funds made available through the Statement.

 

There will be an Annual Review, chaired by the INCO, to review the appropriateness of the provision and to recommend to the LA whether any changes need to be made, either to the Statement or to the funding arrangements for the child.

 

 

The School’s Arrangements for CDP for SEN and Inclusion

• The INCO attends regular LA network meetings to update and revise national developments in Special Needs Education and Inclusion.

 

• The INCO attends regular family cluster meetings to update and share good practice in developments in Special Needs Education and Inclusion.

 

• Meeting additional needs and Inclusion issues are targeted each year through the  School Development Plan.  In-Service training and individual professional development is arranged matched to these targets.

 

• In-house additional needs and Inclusion training is provided through staff meetings by the INCO and HLTA.

 

 

 

 

 

• All staff have access to professional development opportunities and are able to apply for additional needs or Inclusion training where a need is identified either at an individual pupil or whole class level.

 

• Support staff are encouraged to extend their own professional development and the management team will ensure tailor-made training where this is appropriate.

 

Links with outside agencies

The use made of teachers and facilities from outside the school, including support services

 

• The Educational Psychologist visits the school regularly (according to timetable), following discussion with the INCO as to the purpose of each visit.

 

• The LA Special Inclusion Support Service are involved as a result of referral. Inclsuion staff may visit to provide specific information, observe and assess children,  share resources and provide in-service training.
•  
• The LA Behavioural Support Service offer placement for children prioritised as having severe behavioural and emotional difficulties.
•                                                                         
• Teachers from the Sensory Impairment Team and Speech and Language Therapy work in school to support children, both with and without Statements, who have vision or hearing impairment, speech language and communication needs.  The specialist teachers work directly with children where this is indicated on a Statement.  Class teachers plan alongside these specialist teachers who also attend and contribute to IEP reviews.

 

• The INCO liaises frequently with a number of other outside agencies, for example:

• Social Care
• Education Welfare Service
• School Nurse
• Community Paediatrician
• Speech Therapy
• Physiotherapy
• Occupational Therapy
• Behaviour Support
• CAHMs
• Secondary Schools
•  

 

Parents/carers are informed if any outside agency is involved.          

 

 

 

 

 

Arrangements for partnership with parents/carers

 

• Staff and parents/carers will work together to support pupils identified as having additional needs.

 

• Parents/carers will be involved at all stages of the education planning process.  An appointment will be made by the class teacher to meet all parents/ carers whose children are being recorded as having additional needs.  The INCO will attend this meeting if the school or the parent thinks this is appropriate.

 

• At review meetings with parents/carers we try to always make sure that the child’s strengths as well as weaknesses are discussed.  Where we make suggestions as to how parents/carers can help at home, these are specific and achievable and that all parents/carers go away from the meeting clear about the action to be taken and the way in which outcomes will be monitored and reviewed.

 

• IEP targets will include targets to work towards at home, and parents/carers are always invited to contribute their views to the review process.  All IEPs and reviews will be copied and sent to parents/carers after meetings.

 

• Ideas and materials for supporting learning at home will be discussed with parents/carers and distributed on request.  Parents/carers will also be invited to work alongside pupils in the classroom where this is appropriate.

 

• Parents/carers evenings provide regular opportunities to discuss concerns and progress.  Parents/carers are able to make other appointments on request.

 

• Regular communication between school and home will ensure that concerns are promptly acted on.  Where this has not happened, however, parents/carers are able to make a complaint by contacting the Headteacher or, if this fails to resolve the issues, the governing body.  Our complaints procedures, available from the school office, sets out the steps in making a complaint in more detail.  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•                           

 

Links with other schools/Transfer arrangements

 

Foundation staff will meet with staff from partner nursery schools prior to pupils starting school.  Concerns about particular needs will be brought to the attention of the INCO after this meeting.  Where necessary the INCO will arrange a further meeting.

 

Class teachers of children joining from other schools will receive information from the previous school; if there is an SEN issue, or the child has a CAF  the INCO will provide information on request. Additional visits and adjustments are made accordingly.

 

 

Links with Health and Social Services, Education Welfare Services and any Voluntary Organisations

 

 

Inclusion projects- Narrowing the Gap

 

As part of whole school development since 2008, school has been working to narrow the attainment gap and achievement gap of identified children. School recognize that there are many factors which may influence underachievement, e.g, socio/economic factors,  self esteem and social skills, poor learning skills and home/familiy issues. We have a range of strategies which as a school we employ to ensure these children have the best possible chance of achieving in school. We have high expectations and aspirations for our children.

 

Clubs and extra curricular opportunities

 

We are proud as a school of the breadth of opportunities children experience in clubs. We listen to their requests and work hard with provision. Children of all ages, abilities, regardless of gender, disability or race are encouraged to take part in clubs. For some childen, clubs have proven to be therapeutic and improve physical, social skills and behaviour. At times children have been invited to join clubs solely to support additional needs, or on able and talented children.

 

 

 

 

 

 

 

 

 

 

 

 

Access to the Environment (see also School Access Plan)

 

Upperwood is a single site school, with FS2, Key Stage 1 and Key Stage 2 departments joined by the dining area.  The school is built on one level. There are no stairs. Entrance to the building is through the main lobby, which is level and therefore suitable for wheelchair access.  Classrooms are accessed by shared open plan areas  from which there is also wheelchair access.

 

Toilet and washroom facilities are available in each learning area and for staff and other adults. The toilet with disabled access needs refurbishment.

 

• We have made sure that there are good lighting and safety arrangements, and there are appropriate signs around school.  

 

• There are a large number of computers in school. All children have regular access to ICT and multisensory learning provision as required.

 

• Children requiring equipment due to an impairment will be assessed in order to gain the support that they require.

 

• Details of our plans and targets on improving environmental access are contained in the Access Plan.

 

 

Arrangements for providing access to learning and the curriculum (see also School Access Plan)

 

• The school will ensure that all children have access to a A balanced and broadly based curriculum, and that the National Curriculum and Foundation Stage programes of study are flexible enough to meet every child’s needs.  (No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly of benefit to that individual and leads towards inclusion.)

 

• Learning opportunities will be absorbing, rewarding and effectively differentiated and the teaching styles will be diverse.

 

• Staff will work in a way to avoid the isolation of the children they are supporting, and will encourage peer tutoring and collaborative learning.

 

• Schemes of work and policies for each area of the curriculum are in place and are differentiated to include appropriate learning outcomes for all pupils.  Each policy has an Inclusion Statement detailing access to that curriculum area for pupils identified with additional needs.

 

• Differentiation takes a variety of forms within teacher planning.  Learning intentions are always made explicit and then activities may be adapted, or planned separately as appropriate.  Alternative methods of responding or recording may also be planned for where this is appropriate.

 

• Children with sensory or mobility impairments or a specific learning difficulty will access the curriculum through specialist resources such as ICT, or additional adult where this is appropriate.
•  
• Children in Y6 may be disapplied from SATs Tests. They may take part in the tests and have specific support which the Year 6 Teacher and Assessment Coordinator applies for.

 

Access to Information (see also School Access Plan)

•  

We will ensure that any child with a sensory impairment has appropriate access to print/ text/ ICT or reading material which is designed to enable access to learning,

 

• We adapt printed materials so that children with literacy difficulties can access them, or ensure access by pairing children/peer support/extra adult support.

 

• We provide alternatives to paper and pencil recording where appropriate, or provide access through peer/extra adult scribing/ ICT

 

• We strive to use a range of assessment procedures within lessons (such as practical, role-play and drama, video, photograph and drawing) to ensure children with additional needs are able to demonstrate their achievement appropriately.

 

•            

 

 

Admission arrangements

 

• Children with additional educational needs are considered for admission to the school on exactly the same basis as for children without additional educational needs.

 

• There is one FS2 class but we have a range of mixed age classes. Pupils are allocated to each class by age and gender to ensure that there is parity between both classes.  Children identified, prior to joining our school, as having additional needs will also be matched to each class to ensure a balance of both provision and opportunity.
•  
• Where there is a clear rationale for a child to not be placed into a class, then this is done with the agreement of parents and other involved parties.

 

 

• Prior to starting school, parents/carers of children with a Statement of SEN or Statement pending will be invited to discuss the provision that can be made to meet their identified needs.

 

 

Incorporating disability issues into the curriculum

 

• The PSHE/Cit curriculum includes issues of disability, difference and valuing diversity. 
•  
• We work with the children to understand the impact of the words they use, and deal seriously with derogatory name calling related to special educational needs or disability under our Anti-Bullying Policy. We are currently reviewing our Anti-bullying Policy in consultation with disabled students.

 

 

Listening to disabled pupils and those identified with additional needs

 

Our school encourages the inclusion of all children in the School Council and other consultation groups.  We also have SEAL Time throughout the school.

 

We aim to include children in their target setting and encourage and support them to take an active part in their annual reviews, through preparation, and making the information and meeting itself accessible and unintimidating.

 

Children have opportunities to take part in 1-1 pastoral sessions where they can talk and be reflective and be listened to.

 

The staff has on-going training opportunities on issues relating to communication and listening skills.

 

 

Supporting the needs of disabled parents or carers

When a child starts at the school we ask the parents/carers about their access needs. We make appropriate adjustments as required. We operate a flexible approach to supporting our parents.

 

Children with medical needs

Children with medical needs have care plans in place, where appropriate. These are accessible to all staff, with regular updates in training and medication. School makes reasonable adjustments in line with our Disability Equality Scheme. There is an ethos of strong liaison between school and parents of children with medical needs.

 

 

 

 

 

 

 

 

 

Trips or out of school activities

 

We have a strong policy to ensure all children participate in school trips. We make reasonable adjustments, liaise with parents and assess risks with educational visits coordinator. Where necessary, planning is done in advance. Children with medical needs are supported appropriately.  We do not accept that a child will not attend a school trip due to disability, medical need, behaviour or other factor without a dedicated effort to resolve the issue.

 

 

 

Evaluating the success of the School Inclusion Policy

 

SLT analyses the progress of all children in school. INCO analyses the progress of groups, interventions and multi agency action. INCO reports on Inclusion Development and progress school has made over two years in an Inclusion Report.

 

Our Inclusion data recognises the 2020 goal of all children making at least 2 NC levels of progress between each Key Stage.  We have high expectations for all our learners.

 

Date of Review

Ratified by Governing Body

 

 

 

 

 

APPENDIX 1

 

Allocation of Resources to and amongst pupils for the year .......... to ..........

 

Year	Differentiated curriculum provision	School Action and School Action Plus provision	Additional provision made at School Action Plus
Nursery	Nursery Nurse support for/using:   Daily language support based around regular nursery activities   Circle Time focused on social emotional skill needs identified through assessment   Makaton symbols used to label all activity areas   Peer support and collaborative learning	Daily speaking and listening programme using BSNS Language Intervention programme   Teaching to individual targets based on developmental model of assessment and intervention (Portage)   SENCO support in Nursery for involvement in assessment during Autumn and Summer terms   Individualised behaviour support	Speech and Language Therapy assessment, and input to planning, monitoring and reviewing of NN led language group
Reception	TA support for: Group work within literacy and numeracy hours.  Handwriting:  Roll and write activities.  Pencil grips   Phonics/reading Jolly Phonics alphabet/sound games/sheets Oxford Reading Tree activities   Peer support and collaborative learning	TA support for: Specific group teaching to targets outside the literacy/ numeracy hours. Specific 1:1 teaching to targets. Story sack language work   SENCO assessment   Social curriculum. Individualised behaviour programme. Time out lunchtime support	Speech and Language Therapy 1:1/group direct work.  Input to planning, monitoring and reviewing   TA language group - materials provided by Sp and L Therapist   BSNS EBD/LD input to planning, monitoring and reviewing of IEPs
Year 1/2	TA support for: Early Literacy Support Programme (ELS, Y1)   Group work within literacy and numeracy hours using - Sunshine spiral games Phonics Handbook sheets -   LDA language cards   Sound Links - segmenting      cards   Peer support and collaborative learning   Peer support and collaborative learning	TA support for:   Specific 1:1 teaching to targets Phono-Graphix follow-up Soundworks/ Numberworks Time out lunchtime support Individualised behaviour programme   Reading Recovery - SENCO SENCO assessment   SENCO small group teaching to targets outside the literacy/ numeracy hours	Speech and Language Therapy 1:1/group work.   Input to IEPs from EG Special School teacher, based in school with satellite class from EG special school   BSNS EBD/LD/EP input to planning, monitoring and reviewing of IEPs   BSNS Phono-Graphix 1:1
Year 3/4	TA support for:   Additional Literacy Support Programme (ALS)   Springboard Maths 3   Groupwork within the literacy/ numeracy hours   Abacus Maths   Paired reading   Peer support and collaborative learning	Phono-Graphix 1:1 - support teacher and TA   Small class of less than 15 pupils   TA support for groups using:   Word Shark (ICT) Eye for Spelling (ICT) Wellington Square Sharp Eye Zoom Numberworks programme Number Shark (ICT) Individualised behaviour programme Time out lunchtime support Lunchtime Activity Room   TA follow-up work to S&L therapy provision   SENCO assessment	Speech and Language Therapy 1:1/group work   BSNS EBD/LD/EP input to planning, monitoring and reviewing of IEPs   BSNS EBD Social Skills group   BSNS EBD Circle of Friends   Primary Inclusion team input to IEPs - direct work by Primary Inclusion TA
Year 3/4 (cont)	TA support for:   Further Literacy Support Programme (FLS Y5) Springboard Maths 5	TA support for:   Small group and 1:1 teaching to targets, using 1:1 reading Modified Additional Literacy Support - ALS Number Shark (ICT)	BSNS EBD/LD/EP input to planning, monitoring and reviewing of IEPs
Year 5/6	TA groupwork within the literacy/numeracy hours, using:   Group literacy materials Abacus Maths Group topic materials Paired reading Peer support and collaborative learning	Phono-Graphix 1:1 - support teacher and TA   Individualised behaviour programme Programme Achieve (self esteem) Lunchtime Activity room (IEP) Red card room (lunchtime)   SENCO assessment	BSNS EBD Anger Management 1:1/group   Pastoral Support Planning/action

 

 

Whole school provision planned for current academic year:

 

• Half day inset provided by BSNS on the manual handling of pupils with physical impairments
• Staff meeting from Sensory Impairment Team, on improving curriculum access for hearing impaired pupils
• Termly meetings of Access Planning group                  

 

VGPS - COST OF PROVISION FOR YEAR ............ TO ............

Year Group	Activity	Staff	Hours p/w	Cost p/a
Nursery/ Reception	1:1and group tuition/ support	TA	25	10,725
	Assessment	SENCO	0.5	1,053
	Subtotal				11,778
Yr 1/2	Reading Recovery	SENCO	10	10,530	20,230
	1:1 tuition/support	TA	15	6,435
	1:1/group tuition	SENCO	1	1,053
	Assessment	SENCO	0.5	525
	LD buy-back	BSNS	30 hrs p/a	1,687
	Subtotal
Y3/4	Phono-Graphix	SENCO	3	3,159
	Phono-Graphix	TA	3	1,287
	Small-class	Teacher	F/T	12,752
	1:1 and group tuition/ support	TA	20.5	8,795
	Assessment	SENCO	0.5	1,053
	EBD buy-back	BSNS	40 hrs p/a	2,240
	Sub-total				29,286
Y5/6	Phono-Graphix	SENCO	2	2,106
	Phono-Graphix	TA	2	858
	1:1 and group tuition/	TA	14	6,006
	EBD buy back	BSNS	20 hrs p/a	1,120
	Assessment	SENCO	0.5	1,053
	Subtotal				11,143
Whole school provision	Half day Inset - BSNS				168
	2 x SMSAs - EBD support				1,380
	2 hours p/w admin time - SENCO				2,106
	30 hours clerical support for SENCO				315
	Resources				500
	SENCO attendance at cluster meetings				450

TOTAL                   77,856

Resources for additional needs and inclusion are purchased as appropriate and are matched to recurring needs throughout the school.  Specific individual resources are purchased where this is viable and are used to support other children where this is appropriate.  Purchasing policies for English, ICT and other curriculum areas reflect the need for resources to include provision for those with additional needs.  Specialist resources are accessed for children with Statements of SEN through submission to LEA after specialist advice has been sought.

 

APPENDIX 2

 

GUIDELINES FOR IDENTIFICATION OF SEN AT SCHOOL ACTION/SCHOOL ACTION PLUS

 

	Language and Literacy	Mathematics	Personal and Social Development (see attached descriptors for P levels)
			Interacting & working with others	Independent & organisation skills	Attention
YR Term 1	Baseline assessment at or below Stage 3 for Language, Reading or Writing	Baseline assessment at or below Stage 3 for Mathematics	Less than level P5	Less than level P5	Less than level P6
YR Term 3   Y1 Term 1	Less than 10 high frequency words Less than 10 sounds to symbol knowledge Reading: <5y 3m on Carver WRaPS test (Y1) Writing: at or below P level 6 Speaking/expression:  below P level 6 Listening/comprehension:  below P level 6	Number:  below P level 6	Less than level P6                  Less than level P6Less than level P7         Behaviour that restricts access to the curriculum on a daily basis
Y1 Term 3 Y2 Term 1	Reading:  <6y 0m on Carver WRaPS test Writing:  below  level 1C Speaking/listening:  below 1B	Number:  below level 1C	Less than level P7                  Less than level P7 Less than level P8     Reaching final sanctions in school behaviour plan.  Behaviour that restricts own/others access to the curriculum on a daily basis.
Y2 Term 3 Y3 Term 1	Reading:  <7y 0m on Carver WRaPS  test KS1 SATs - at or below level 1 for reading and writing Speaking/listening:  below 1B	KS1 SATs - at or below level 1	Less than level P8	Less than level P8	Less than level P9